Talk:A Fiery Energy Flow
|Thread title||Replies||Last modified|
|Citations||0||07:02, 12 February 2009|
|Minor disasters; nice recovery||0||09:58, 9 February 2009|
|Finishing Up!||0||04:21, 6 February 2009|
|Required changes||0||09:58, 3 February 2009|
|Plant issues||0||07:30, 3 February 2009|
|AHH!||0||16:07, 2 February 2009|
|Update||0||17:07, 1 February 2009|
|Lesson Plan||0||11:33, 30 January 2009|
|Amazing work!||0||17:04, 26 January 2009|
|Good start||0||13:32, 25 January 2009|
So, this failed at the wrong moment. However, I still think it's a good idea. I think this is one that will work for teachers with access to a pond with plants in the right season. It would simply be a case of setting up with pond water and free plants. Our approach (ordering expensive plants from a supplier in Vermont when it was -6 degrees F) was an expensive risk that did not pay off. From this we learn. Regardless, you guys pulled out a perfect lesson from our resources and ran it flawlessly. 24 children went home happy. Nice work!! Dmccabe 20:58, 8 February 2009 (UTC)
I'm going to print out around 30 copies of the handout we have on the wiki. I think that the title of our page and the handout staying the same is fine, it shows that we had some troubles with the experiment but it is still an energy flow and maybe because we get so excited about it that is why its fiery! The cut outs are almost done and they are looking great. I'm excited for tomorrow and I will see you today at 4!
I have had the opportunity to look over your work and I have suggestions:
Primary biological content area covered
be more explicit and make the link between sunlight energy driving chemical reactions that convert CO2 into carbon compounds with an O2 waste product.
- Be more specific in listing the Tap water conditioner.
- Give the brand we used and state the reason for using it.
- Move photographs of the glassware, and the home made versions up. Give each image a caption and number them: Figure 1. An inverted baby food jar.....etc. In this way you refer to the photos by number in your description of the activity.
- Add photographs of the construction paper cutouts; also make this a job for the children rather than the teacher (obviously in our 20-minute session this is impractical, but few teachers would have time to make the cutouts and the scissors practice is good for young hands and minds)
- q 4 is vague; q 5 provides the answer; perhaps you need a more leading question in this case; provide a word bank at the bottom for emerging readers and writers. In it's current form the handout may be intimidating for the average grade 2 student
- refer to the figures by number (see above).
- Don't make the bicarbonate seem optional; very briefly describe the chemistry happening here and perhaps find a chemistry resource on wikieducator to back this up
- Fiery demonstration
- With glass tubes or baby food jars, I doubt hat the gas will float the tube. It will displace the water however.
- Replace sun with light source; Make a connection to the first law of thermodynamics for higher grades
- Point out that the match demo requires a full tube of oxygen or air dilutes the effect. An alternative is to place a thumb over the still submerged tube, invert it, and then you have water on the bottom, and nearly pure oxygen on top; try it, it may work. However, unless we have healthier plants, this piece may have to be dropped or changed to a suggestion
- creating diagram; space needed after arrows
- add suggestion above as a solution. In general, offer suggestions for dealing with pitfalls
work on next steps
aquarium, plants, what else can be done? Fish habitat? compost? It is important to point out that purchased organisms should NEVER be released to the environment.
This section looks great. Keep up the good work.
Dmccabe 19:27, 2 February 2009 (UTC)
It looks like we had great oxygen production initially and it has now dropped off. You added bicarbonate today; if that fails we'll order more plants to make this work for friday. However, that would be more expense than a typical classroom could tolerate, so we need a not in the pitfalls section about that. The other Elodea species was not prone to this problem; however, because it is an invasive species, we can't legally work with it anymore. I'll look into water cress.
Cheers Dmccabe 18:30, 2 February 2009 (UTC)
I'm sorry if I'm annoying you guys with messages I just cannot find the concentration of CO2 suggested for this experiment! I was thinking that if ours is successful we could just add the concentration in the baking soda as the suggested amount. Let me know if you guys find any info. I couldn't.
I went home for the weekend so I've been kinda bored and working on the cut outs and I got the stick matches so we should be all set. Would you like to meet either Monday or Tuesday night to go over our editing and work on the final touches for the wiki? Let me know..
Dustin I noticed you did some editing to the lesson plan, it looks great and is a lot clearer than all the wordy stuff I put on. I was just wondering if we should put the estimate time for each section in, just so we can keep track of the amount of time we spend on each step. I'm not sure if time estimation is always important for lesson plans it was just stressed a bunch in my schools and societys class.
Thanks and I hope you are having fun! ~ Shelby